For many schools and districts, fall means PD season is here. It’s a fresh start, right? But before you and your teams jump into another new initiative, let’s stop and ask a different question: What if the key to long-term growth isn’t about the content you’re teaching, but the culture you’re building?
Before schools dive into new workshops to build educator skills, the most effective PD sessions first address two fundamental questions:
- Why are we doing this?
- What have we already accomplished?
Start with the “Why”
In our work with school leaders, we always start with a brief planning session. We ask them to think about the purpose of the PD from three essential perspectives:
- For the School: How does this PD support your overarching mission and goals?
- For the Teachers: What will teachers actually gain from this experience, and how will it improve their daily practice?
- For the Students: How will this PD ultimately create a better learning environment and lead to improved student outcomes?
When PD is grounded in a clear purpose, it becomes more than just another training session; it transforms into a shared commitment to growth. This simple step can turn a day of training into a powerful catalyst for change for the entire school year.
Acknowledge Past Accomplishments
Our effective teacher professional development programs start with us asking PD participants to take time to reflect on the work they’ve already done. We purposefully kick off with a structured, collaborative review that lasts anywhere from 30 to 90 minutes, depending on the school and its specific needs. This isn’t just a feel-good exercise—it’s a strategic move that sets the stage for meaningful professional development.
The goal is for teachers to review their progress from the previous year, highlighting both teacher and student accomplishments. They’re not just looking at data points; they’re discussing successful classroom moments, effective teaching innovations, and breakthroughs they’ve witnessed in their students. This process builds confidence and creates a sense of collective success.
To make this reflection structured and shareable, we have teachers in grade-band groups use a Glow and Grow chart to share successes and challenges. The reflection is designed to be deeply personal and professionally rewarding. Here are some examples of what that looks like in action:
The following prompts can guide their recall and reflection:
Glow: What was a shining moment?
- What strategy produced great results?
- What made a successful lesson effective, and what student or teacher actions contributed to that success?
- Reflect on a student who made significant progress. What specific teaching strategy do you believe was the key to their breakthrough?
Grow: What’s an opportunity for growth?
- Think about a lesson that didn’t go as planned. What were the biggest obstacles?
- Identify an area where many students struggled. What do you believe was the root cause of the difficulty?
- What is one area of your practice where you feel you could grow?
Once the charts are complete, each team reports on their growth and challenges to the entire staff. This transparency fosters a culture of trust and shared learning and it is empowering teachers for success. It ensures that the new content they are about to learn isn’t just another initiative but a targeted response to the real needs and goals of the school or district community. Below are some moments from one of our sessions, where teams shared their insights with their colleagues:
Honoring Teacher Experience to Drive Growth
By honoring their past work, administrators empower their faculty to take ownership of their professional growth from day one. Here’s why this approach is a game-changer for the long-term professional development goals of a K-12 institution:
It Elevates Teacher Voice
By asking teachers to reflect on their accomplishments and challenges, administrators are placing them at the center of the improvement process. Their insights are not just “nice to have”; they are crucial for moving the school forward. This approach honors teachers as experts in their craft and empowers them to be active participants in their own professional growth, rather than passive recipients of a training session. –
It was good to collaborate with colleagues and hear others’ ideas.
It Elevates Teacher It Reinforces Buy-In and Fosters a Positive Culture
When educators see concrete examples of their efforts paying off—whether it’s an increase in student engagement, a new teaching strategy they’ve mastered, or a shift in their own mindset—it validates their hard work. This shared reflection builds confidence and reinforces the value of the initiative. Acknowledging their accomplishments shows that their efforts are seen and appreciated, which is crucial for building a positive, resilient school culture.
I appreciated that the material was divided into groups appropriate for the different grade levels. I also liked that we could talk with our own grade level and hear what other teachers were doing and thinking.
It Inspires Confidence and Builds Momentum
Celebrating progress, no matter how small, instills a sense of shared accomplishment. This collective confidence becomes the fuel for tackling new challenges. When teachers feel successful, they are more open to taking risks, trying new strategies, and embracing continuous learning. This momentum is essential for sustaining long-term change and fostering a culture of innovation
We learned ways to use this with Kindergarten students. Thanks!! Oftentimes PD’s do not address the little ones.
Conclusion
By beginning professional development with a look back, administrators shift the focus from a top-down mandate to a shared, collaborative journey. This simple act of honoring past efforts and giving teachers a voice empowers them to own their professional growth. It creates a culture where everyone feels seen, heard, and valued.
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